You need to explain some. natural processes

Simulation of natural phenomena

and processes

in science classes

An important task of studying natural science in elementary school is the development in children of the ability to identify cause-and-effect relationships in nature, to explain the mechanisms of the occurrence of certain natural phenomena and processes. To do this, the teacher organizes a systematic purposeful observation of students of the surrounding objects. But how, for example, can a child see a volcanic eruption or the movement of a glacier? Or see how the Earth rotates around its axis and around the Sun? The ideal solution is to show an educational film. However, the teacher does not always have a video library on various subjects, especially for elementary grades. It happens that there is no tellurium, and the barometer is out of order.

In such a situation, the teacher can use models made by himself, students and their parents.

A model is a three-dimensional visual aid that gives an image of an object or its individual parts in an enlarged or reduced form. They are collapsible, static or active.

Studying with the students of the Department of Primary School Teachers of the Pedagogical Faculty the discipline "Methods of Teaching Natural Science", we select options for the rapid production of models from the simplest material at hand. This method of work stimulates the cognitive interest of younger students, makes it possible to see a natural phenomenon or process in miniature.

Here is a description of several models with a description of their manufacturing technology and demonstration methods.

earth shape

We suggest, together with students, on the basis of observations, to obtain evidence of the sphericity of the Earth by simulating some natural phenomena and processes.

The permanently round shape of the visible horizon.On a paper tape 1.5-2 m long and 25 cm wide, draw a part of the water surface on a large scale (Fig. 1). To do this, a paper tape is pinned to the floor and an arc of large radius is applied to it, imitating the bulge of the Earth. Instead of a compass, you can use a rope fixed to the floor against the middle of the tape. In the middle of the tape we draw a ship.

Conclusion: we do not see that the Earth is spherical, only because there is a limited area of ​​it in our field of vision.

Earth rotation

Axial rotation.When explaining the proof of the axial rotation of the Earth, one can successfully use the Foucault pendulum model: thread a thread with a load through the cork, pierce the sides with three forks, put the fork handles on a saucer with sand; along the edges of the saucer, write the directions of the sides of the horizon (main and intermediate); put the saucer on a large, turned upside down plate, on its parts also write the names of the sides of the horizon.

Bring the pendulum out of a calm state along the meridian, that is, from north to south, ”the teacher swings the thread with a load from north to south so that the sharp end draws lines in the sand, then holds the saucer with the structure with one hand, and moves the plate counterclockwise with the other , simulating the axial rotation of the Earth. “Look, guys, our Earth has shifted a little on the axis of rotation. Swinging, the pendulum turned out to be over new divisions, not N-S, but NE-SW, although in its swing plane (on the saucer) its direction is the same: N-S. It seems that the swing plane is changing. This can only happen because the Earth under the pendulum is turning (rotating)."

Orbital circulation.We offer two options for modeling the orbital circulation of the Earth around the Sun.

1. You can show the movement in orbit with the help of a spinning top: stick yellow rays from paper or mold plasticine from plasticine on the base around the handle, imitating the Sun, and stick a plasticine flagellum along the circle of the spinning top, along the widest part - arrange the orbital path - and plasticine on it with a ball of a mixture of white and blue colors to show the Earth. This model shows the circular orbit of the Earth and the direction of its revolution around the Sun, but does not reflect the axial rotation of the planet.

2. Make a model from an apple pierced with a knitting needle and a candle.

Instead of an apple, you can inflate a small ball, paint it with blue gouache. Cut out the contours of the continents from paper, make light shading, stick on the ball. Mark the equator and the poles, glue paper tubes to the poles (imitation of the earth's axis). On the contour of Eurasia, mark the approximate location of your settlement with a red flag. Carrying the ball around a lit candle and at the same time performing an axial movement, discuss with students: the mechanism of the change of seasons in the northern and southern hemispheres; features of lighting, the angle of incidence of sunlight in their area; the angle of inclination of the axis to the plane of the orbit (one can form an idea of ​​its precession - slow, for 26 thousand years, rotation of the axis and space and nutation - periodic oscillations, changes in the location of the poles).

Bodies, substances, particles

When studying this topic under the program "The World Around Us" by A. Pleshakov, the mutual arrangement of particles in the solid, liquid and gaseous state of matter is modeled using plasticine balls. There are two options for doing this:

Planar modeling - we distribute the balls on the cardboard, increasing or decreasing the distance between them;

Volumetric modeling in the form of geometric structures - we connect the balls with objects of different lengths, for example, matches, to simulate the distance between particles in a liquid substance and spokes - in a gaseous one.

earthquakes

The teacher can illustrate the earthquake mechanism with the following simulation and explanation. At the border of uplifts and subsidences, rocks are deformed most intensively: elastic stresses arise in them, which gradually increase with time. At the moment when the stresses reach the tensile strength of rocks, they break, accompanied by the release of a huge amount of energy.

Waves occur on the surface of the earth. An analogy for the mechanism of this phenomenon: if a piece of rubber is slowly stretched in a bath of water (you CAN use a large rectangular glass container), then the surface of the water will remain calm until the rubber breaks (Fig. 11). At the moment of rupture, the energy accumulated as a result of stretching enters the earth's surface and waves arise.

Fig.11

Volcanism

For this theme, we tried three options for demonstrating a volcanic eruption.

1. Make a cone of brown cardboard, insert a low plastic package, for example, from yogurt, into the upper hole, pour drinking soda and potassium permanganate into it. To simulate an eruption, we add hot water or vinegar to this mixture, and the viscous red mass, foaming, will move over the edge along the “slope” of the volcano.

2. Pour a teaspoon of baking soda into a test tube, add a third of warm water into it, shake thoroughly and mix. Add five drops of washing up liquid and three drops of food coloring to give the "lava" a natural color. Stir the mixture again and close the neck of the test tube with cotton wool. From sand or earth, make a "volcano" around the test tube so that it reaches its neck. To simulate an eruption, remove the cotton wool and pour a little vinegar into the test tube. As in the first case, the mixture will begin to foam and erupt like lava from a volcano.

3. Make a cone out of cardboard with a hole at the top (either pour sand and earth in a heap, or put a metal plate on a flat surface), pour orange powder - ammonium bichromate and light it. Its burning most vividly imitates an eruption - it is a real volcano in miniature: flashes, sparks, emissions - and a seething orange-red hill turns into gray-green ash. However, this substance must be taken in a small amount (a few tablespoons), since ash emissions cover a long distance and it is best to demonstrate the "eruption" on the street or in a large recreation. In winter, the reaction does not occur on snow. (Demonstration of this model does not cause a fire!)

Cloud types

Together with students, model clouds of various types from pieces of cotton wool: stratus, cumulus and cirrus. Make a background on 1/2 sheet of whatman paper - a picture of the sky and mountains, indicate the location of the tiers: low, medium and high. Vertically, at a short distance from each other, thread the threads and attach clouds to them.

When repeating the material, you can invite the student to arrange (by moving the threads) in the correct order the "clouds" in tiers in the sky.

"Wandering" continents

This topic is proposed for study in the 4th grade in the section "Planet of Mysteries" according to the program of A. Pleshakov in the course "Natural Studies". The method of working with students is as follows:

First, give the task to the students to cut out the contours of the continents from cardboard;

At the lesson, offer to carefully consider the outlines of the Atlantic coast of South America, Africa, North America and Eurasia;

Combine the contours of all the continents and conclude that they practically coincide;

Tell about the existence of a single continent Pangea, about how it split into two continents - Laurasia and Gondwana, and then divided into modern continents (this process is simulated on the board using large contours, students reproduce in their notebooks);

Explain the movement of continents due to the sliding of their bases along the deep plastic shell of the Earth.

Thus, it is possible to find out with students what shape the continents and oceans have (triangular), and determine the pattern of their location: with a wide base, the continents face the North Pole, and with sharp ones, towards the South, and the oceans, on the contrary, with a wide base, face the South field y, and sharp - to the North. Such an arrangement of continents and oceans is called antipodal, i.e. despite the fact that there is more water on the planet than land, they are distributed in such a way that if you mentally pierce the globe through its center, then at one point of the "puncture" there will be a mainland, and at another - water. This proves the stability of our planet as a space system.

Literature:

1. The world around us.-M.: Astrel Publishing House; Ed. AST, 2001

2. Watt F. Planet Earth. - M .: Slovo, 1999 (Encyclopedia of the surrounding world.)

3. Poglazova O.T., Shilin V.D. World around: Textbook for grades 3-4. Part 3. - M.: INPRO-RES, 1999

Create a mental image of what you want. In order not to offend the person, share your feelings and needs without forcing him to become defensive. Try to describe in detail your feelings and help the person understand what you really need.

• For example, you could say, "I've had such a hard week at work. How I wish I could lie in bed all day. Can I ask you something? Do you mind if we don't see each other tonight?"
• If you need much more time, explain in a different way: “There is so much going on right now, so I really need some time to rethink a lot. Can I ask you a big favor? "

Follow the script. Stick to the chosen scenario if you want to politely decline an invitation to a social event. This will help avoid unnecessary apologies. It's perfectly acceptable to say "no" without adding "sorry". Here are some examples:

• When you want to say no: "I've had a very busy week. Maybe today I should take a break. But thanks for the invitation!"
• If you do not want to go for a walk with friends: "Thank you for remembering me, but I have to refuse. Can we sit somewhere together? I need to take a break from collective pastime."
• If you are not going to leave the house, but the others insist on a walk: "I heard that you are planning fun there! Maybe some other time?"
• When you intend to end your friendship with these people: "I don't know how to say it, but I think we're too different. I'd like to put our friendship on the back burner for a while."

Suggest an alternative. A friend feels unwanted every time you tell them you want to be alone. It is necessary to minimize such feelings in order to maintain friendship by offering an alternative.

• If you don't feel like going to a public place, invite your buddy over to stay at home.
• If you feel like taking a break, reschedule the meeting for next week.
• If you need time to be alone, arrange to text him a couple of times a week.

Consider the needs of a friend. Any relationship is about giving back. If you intend to keep the friendship, then when discussing the need for personal space, take into account the needs of your comrade.

• If your friend needs constancy or attention to be completely happy, then you should visit him from time to time.
• If he needs this meeting for friendly support and attention, then he can satisfy this need in some other way while you restore strength.
• There is almost always a way to meet the needs of both parties.

Nature is constantly changing, everything in it moves - from a bird to a mountain or a mainland. Nothing stops even for a minute - neither living matter, nor KOSNA. This movement, these changes are characterized by natural processes, which in their essence can be physical, chemical, biological or complex. For the implementation of any process, energy is needed, the natural primary source of which is the Sun and the Earth itself. Thanks to energy, matter moves, transforms, breaks down, and is created in the continuous process of natural cycles. The size of the transformations depends on the properties of the substance and the energy potential; in the case of displacement, it is characterized by dependence (5).

Analysis of dependence (5) using the data in Table. 2.2 reveals that the most mobile of the given natural substances due to its low density is atmospheric air. To move one cubic meter of water at a certain speed, it is necessary to spend almost a thousand times more energy than for the same movement of air.

Solar energy is the cause of the movement of air masses in the atmosphere, clearly shown using the equation of state of air

where ΔT is the change in temperature as a result of heating (K); Q - absorbed energy (kcal kJ); M is the mass of the substance (kg); c - specific heat capacity, which for the air of the surface layer is 0.24 kcal / (kg * deg) (1.0 kJ / (kg * deg)).

How warm the air is depends on its temperature and, as a rule, its density. Light air rises, heavier (i.e. colder) - down. Heating features depend on the time of day, terrain features and many other factors. On a planetary scale, this phenomenon manifests itself in the fact that the tropical regions warm up the most, and there is a constant powerful flow of heated air upwards for several kilometers. At an altitude of 10-17 kilometers, the air spreads from the equator to the south and north. The warm air is replaced by counter currents of colder air moving the earth's surface to the equator. The rotation of the planet deflects the currents - the upper ones become western, and the lower ones become eastern, which are called trade winds.

In the global circulation circle of air, not only its temperature changes. Having risen above the tropics to a height of more than 10 kilometers, the air is greatly cooled and loses almost all moisture. Dry air descends, heats up near the earth's surface and moves further as a dry wind. It is at these latitudes (25-30 degrees) that the Sahara and Kalahari deserts in Africa, the Arabian and Thar in Asia, and the desert in Australia are located.

An important element of the troposphere is clouds - the accumulation of very small water droplets that cover almost half of the planet's surface. Clouds are collected by surface winds, which, in turn, are caused by a decrease in pressure in a certain area of ​​the earth's surface. The area of ​​low pressure is called a cyclone. An anticyclone is a region of high atmospheric pressure near the Earth's surface. In an anticyclone, dry air descends from the upper layers of the troposphere. Therefore, there is a clear, cloudless sky. Cyclones and anticyclones are up to three thousand kilometers in size and have an average lifespan of about a week. Therefore, they say that the "memory" of the atmosphere does not exceed a week.

As a result of a thunderstorm, sometimes such a dangerous natural phenomenon as a whirlwind or tornado occurs, when two layers of air of different temperature, humidity and density are formed in a small area. Vertical circular currents of air develop at a speed of 50-100 meters per second. Neighboring masses of air are carried away into the vortex, and it begins to move above the surface of the earth. The energy of a tornado can be enormous: in 1945, a factory in the French city of Montville was completely destroyed, killing hundreds of workers. In 1984, a tornado swept through the Ivanovo region of Russia at a speed of almost 100 m / s and destroyed thousands of hectares of forest, destroyed buildings, and lost crops. About 700 tornadoes sweep over the territory of the United States per year, which causes great harm to nature and people.

The physical processes in the atmosphere are considered to occur simultaneously with chemical transformations. At an altitude of 30-50 kilometers, under the influence of the ultraviolet part of solar radiation, water molecules H 2 O decompose into hydrogen and oxygen. Light hydrogen in the amount of one kilogram per second rises up into the thermosphere, while oxygen remains (8 kg/s). The action of lightning discharges and solar ultraviolet leads to the decay of some oxygen molecules into atoms, which, reacting with oxygen molecules, form ozone O 3. At an altitude of 30 kilometers, the highest concentration of ozone is observed - one B 3 molecule falls on one hundred thousand B 2 molecules If all the ozone is removed, then at normal pressure (ie at sea level) it will be located in a layer about three centimeters thick.

The normal natural state of the ozone layer is characterized by values ​​of 300-320 A.D. (Dobson units).

Water moves under the influence of various reasons. Wind, that is, the movement of atmospheric air, causes surface surge currents in all water bodies. These currents, in turn, become a temporary cause of vertical movements of water masses, the so-called upwelling. In place of the surface heated and saturated with gases (in particular, oxygen) cold water rises from the depths.

River water moves under the influence of the earth's gravitational force. The flow velocity depends on the flow of the river W (m / s) and the plane of the flow section F (m 2):

Masses of sea water move in the form of ebbs and flows from the action of the forces of attraction of the Moon (to a greater extent) and the Sun (to a lesser extent).

Against the forces of gravity, water moves from bottom to top in the soil and in plants due to the capillary wetting effect and the force of the evaporation vacuum.

The sun is the cause of giant ocean currents - warm surface Gulf Stream and Kurasivo and cold deep countercurrents in the opposite direction. The well-known climatologist D. I. Voeikov called warm currents the pipes of water heating of the globe. "The Gulf Stream carries 83 million cubic meters of water heated at the equator northward every second, warming the water for thousands of kilometers - its powerful influence is felt to the Barents Sea, where the shores of polar Murmansk, the water does not freeze in the harsh winter.

An even more powerful - 140 * 10 m / s - circumpolar current around Antarctica isolates the "ice" continent and causes a more severe climate than in the Arctic.

Due to the rich stability, mobility and heat capacity of water, the hydrosphere plays a major role in creating the Earth's climate. The world ocean is a planetary accumulator - a heat stabilizer, it is easy to show with the help of dependence (6).

Taking into account that the mass of water Ma is 258 times greater than the mass of atmospheric air M ", we determine how much the amount of accumulated heat by water and air will differ:

The result obtained clearly confirms the priority importance of the hydrosphere in the formation of thermal processes on the planet. At night and in winter, water warms the surface of the Earth and the atmosphere, and in the heat it absorbs some of their heat. It transfers heat from the equator to the polar regions, which reduces the average temperature in the tropics and increases in cold regions. This process is uneven. There are areas of especially active interaction between the ocean and the atmosphere - the so-called energy-active zones. The well-known Newfoundland energy-active zone in the form of a hydraulic vortex with a diameter of about 200 kilometers in the Gulf Stream. Here, from each square meter of water surface, 175 watts of energy per year enters the atmosphere.

Heat transfer is accompanied by the process of water evaporation with the formation of rain clouds in the atmosphere. Other gases accumulate in these clouds - sulfuric and nitrogenous from volcanic eruptions and other lithospheric processes, nitrogen oxides, which are formed during a thunderstorm from the ionization of nitrogen molecules. The gases dissolved in the moisture of the clouds form acids, which render the rains naturally acidic.

Solar energy, before reaching the earth's surface, goes through "sieving". Four percent of solar radiation, namely, ultraviolet, destructive for all living things, spectrum (λ = 220 ... 290 nanometers (nm = 10 -9), is absorbed by ozone, the layer of which is at a height of 20 ... 60 kilometers. Ozone at This is partly destroyed.Its constant renewal occurs due to natural processes.

The infrared spectrum (λ > 1000 nm) is partially absorbed by water vapor in the upper troposphere - that's another four percent of solar energy.

The absorbed solar energy increases the temperature of the atmospheric air in accordance with dependence (6) by the value of ΔT.

92 percent solar energy (290<λ <2 000 нм) проходит в нижние слои тропосферы. Половина не поглощается, а рассеивается воздухом, предоставляя небу голубой цвет. Вторая половина попадает на земную поверхность и частично поглощается литосферы, гидросферы, растениями. А так называемое альбедо, равное 28 процентам от излучения Солнца на Землю, отражается и возвращается в атмосферу.

The light energy of the Sun on the earth's surface turns into thermal - infrared, the return of which into space is prevented (therefore absorbed) by water vapor and carbon dioxide. This mechanism of temperature increase on the earth's surface and in the lower atmosphere is called the greenhouse effect (natural). It is characterized by a value of ΔT = 31-32 ° C. Without the natural greenhouse effect, the average air temperature on the planet would be negative (-16 ÷ 17 ° C).

A widespread natural process is radioactive radiation - the transformation of unstable isotopes of a chemical element into other isotopes, accompanied by radiation of elementary particles or nuclei, as well as hard electromagnetic gamma radiation. About 50 natural radioactive isotopes are known, among which only uranium and thorium isotopes have a half-life, which is measured by geological time. All other natural isotopes are called secondary, since their stock is constantly replenished due to the decay of long-term ones. The natural radiation background is created by the radiation of radioactive substances on the surface of the earth, in the surface atmosphere, in water, in plants and animals. Rocks are the main source of natural radioactive substances entering the environment.

One of the greatest wonders of nature is the process of formation of organic matter - the process of photosynthesis, when a green dry or aquatic plant creates its biomass due to the light energy of the Sun (k \u003d 380-710 nm), oxen and carbon dioxide according to dependence (7)

During the year, the "average" plant (per kilogram of dry matter) absorbs 5.4 megajoules of solar energy, consumes 0.5 kilograms of carbon dioxide and 150 grams of water during photosynthesis, releases 350 temples of oxygen and forms 300 grams of organic matter. For the "breathing" of the plant, which occurs at night in parallel with daytime photosynthesis, 230 grams of oxygen is used, 200 grams of organic matter, which is oxidized to form 330 grams of carbon dioxide and 100 grams of water and with the release of 3.6 megajoules of energy used for the physiological needs of the plant . Thus, the biological "yield" is 100 Iram of organic matter, equal to ten percent of the increase in initial biomass and 120 grams of oxygen.

The activity of photosynthesis during the day varies: in pink-twilight light (in the morning, in the evening, with little cloudiness), it is maximum. When the Sun is at its zenith, processes slow down and may even stop.

The efficiency of using heat rays in the process of photosynthesis is low. Theoretically, this is 15 percent, practically - 1 (cereals), 2 (sugar cane - one of the most productive plants) percent.

For wildlife, one of the main processes is the process of nutrition, with the features of which the body is classified as follows.

autogrof- an organism (green plant) that forms the substance of its body from inorganic components and provides metabolism using the energy of the Sun (heliotroph or phototrophs) or the energy that is released during chemical reactions (chemotrophs) of the oxidation of ammonia, hydrogen sulfide and other substances present in water , pound and soil. Autotrophs are also called producers because they synthesize (produce) organic matter at the expense of inorganic compounds.

Heterotrophs- an organism that feeds on ready-made organic substances and is not able to synthesize organic matter from inorganic. These organisms are also called consumers (as opposed to ox producers). Consumers can be primary (1st order) if they eat plant foods, secondary (2nd order) - which accept animals, and microconsumers or decomposers (mainly bacteria and fungi) - these are those that destroy dead bodies, feed part of the decay products and release inorganic nutrients that plants use.

Mesotroph- an organism that, depending on the conditions, feeds as autotrophs or as heterotrophs.

In turn, each of these groups can be divided into smaller ones, each of which has its own characteristics in the process of nutrition. For example, there are heterotrophic bacteria that consume methane, which is a poison for most living organisms.

After the death of living matter, the processes of its decomposition of two types occur - oxidation and fermentation. Oxidation occurs in the presence of oxygen and is described by dependence (7) in the opposite direction (from right to left) with the release of heat, CO 2 and H 2 O. In the case when oxygen is absent, the fermentation process occurs with the release of carbon dioxide and hydrogen No (hydrogen fermentation) , or methane CH 4 (methane fermentation), or alcohol C 2 H 5 OH (alcoholic fermentation).

Control questions and tasks

1. Perform the necessary calculations and plot graphically the air velocity in the atmospheric front of constant energy up to 10 kilometers high, if the speed above the earth's surface is 10 m / s.

2. How much will the air temperature in a room measuring 6 * 5 * 3 meters change by cooling 200 liters of water by 50 degrees?

3. What is the reason for dry winds?

4. Write down the reactions of formation of oxygen, hydrogen and ozone in the atmosphere.

5. Describe the ozone layer

6. List the reasons for the movement of water masses.

7. Determine the width of the river, the flow of which is 50 m 3 / s at a speed of 1 m / s, if the average depth of the river is 2 meters.

8. Why does water rise up the tree trunk?

9. What properties of water determine its primary role in ensuring the planet's climate?

10. What are the causes of the natural greenhouse effect?

11. Name three positive effects of photosynthesis.

12. What processes occur after the natural death of living matter?

13. What is the fundamental difference between the processes of oxidation and fermentation.

14. Is it possible to use equation (7) to illustrate processes in animal organisms?

The lesson is designed for 5th and 6th graders. The material is described in detail specifically for a young linguist; you can shorten and rearrange it as you wish. Before class begins, write the following on the blackboard:

A lonely sail turns white
in the blue fog of the sea.
Alas
azure
jet
rebellious

Let's start a conversation with the class. Here is her example move.
Read the sentence on the blackboard:

A lonely sail turns white
in the blue fog of the sea.

Now I'll replace the dot with an exclamation point. What has changed in this statement? In the first case, there was only a message that there was a sail in the sea; now we feel the person who is speaking. His excitement is transmitted to us - after all, this phrase contains the same feeling as the exclamation: “Look, sail in the sea!”

Can you tell me what is the main word in the exclamatory sentence “Look, sail in the sea!”? (Noun sail.) And in our exclamatory sentence? (also a noun) sail.) Let's read this sentence in such a way as to convey the feeling that the narrator is seized by. A short phrase: “Look, a sail in the sea” suggests how, with what intonation, this long sentence should be read.

A lonely sail turns white
in the blue fog of the sea!

Now, from the board and the words written on it, it's time to turn to the text of the poem itself. You can do it like this.

In one of the letters of the very young, eighteen-year-old poet Mikhail Lermontov, there is such a postscript: “Here are some more poems that I composed on the seashore.” Then comes the poem itself. The lines on our board are its beginning.

(The teacher corrects the lowercase spelling of the preposition “at” into an uppercase “B”, and the dot into an exclamation point with an ellipsis.)

Note that the sentence ends with an exclamation mark followed by an ellipsis. The picture he saw - a sail in the open sea - shocked the young man. The exclamation mark marked the emotional excitement that seized him. And the ellipsis means that not everything has been said and a long pause is required in order to fill in with this pause what is left unsaid. And what is left unsaid, not expressed are many thoughts that at once swept over the young poet.

Whether Lermontov succeeded in conveying his feelings and his thoughts to the reader, we will decide by reading the poem. But in order to do this, we must have a good understanding of the work. Let's start with these two lines. Let's read them again and try to mentally see what they say.

A lonely sail turns white
In the fog of the blue sea! ..

Let's set the attention: is the sea blue or the fog is blue? ( In the mist... blue.)

So we read these lines and now, together with the author of the poem, we see: in the fog of the sea, a sail turns white. Where do you see this sail: far from you or right there, nearby? Is it possible to say about a sail, if it is not far from us: “it turns white in the fog of the sea”? .. When we read a poem, we learn that the sail is very far from the observer.

When reading these lines thoughtfully, several questions arise that must be answered in order to see the picture as it is depicted by the poet.

Is it possible to see a sail that is far from us in the fog? ( It is forbidden.) Now we need to pay close attention to everything that is said about fog in order to find out what kind of fog it is in which you can see the sail.

Of course, you have all seen fogs. What color is the fog? ( Gray.) And what color is the fog in the poem? ( blue.)

We talk about fogs, for example, like this: “fog over the meadow”, “fog in the street”, “fog in the lowland”, - and we will never say: “fog of the meadow”, “fog of the street”, “fog of the lowland”. How is it said here? "In the mist over the sea"? ( No, otherwise: "in the mist of the sea.") So what is this blue mist sea?..

Have you noticed that all objects that are far away from us acquire a bluish tint? .. Why is this happening? ( The air gives them that color.) Blue coloring is especially well observed in clear weather. On a clear sunny day and the sea distance is painted in a bluish color. It is in such a blue “fog” of the sea that we see a sail, or rather, it’s more correct to say this: against the background of the sea gave blue we see him.

Imagine and think: an endless and unpredictable sea in its element; its high threatening waves do not overwhelm us, because we are on the shore and they do not reach us; and far out to sea on its dangerous waves a lone sail.

If you could imagine this picture, tell me what thoughts and feelings arose in you? Have any of you envied the brave man who steers this sail? Wouldn't you like to be in his place, under sail? Or does his daring, his risky, life-threatening contest with the sea seem to you foolhardy? Or maybe one of you regrets that you don't have the courage to sail out into the open sea like this?

Lermontov did not have to imagine a picture of the sea with a sail, as you and I have to do. Let's recall the words from his letter: "Here are ... poems that I composed on the seashore." He saw a lone sail in the blue sea distance in reality.

Now some words need to be explained. Lermontov wrote lonely, ending -Ouch. (The teacher corrects on the blackboard the ending -y on -oy.) This is not a mistake, as they used to say. So we will read.

Alas- an exclamation expressing a feeling of regret, bitterness.

Azure. How do we see the sky on a clear sunny day? (Light blue, light blue, bright blue.) Otherwise, such a sky can be called azure. Azure sky - what kind of sky? ( Blue, light blue.) Now say: azure- what color is that? ( Light blue, light blue.) Noun azure also used in the meaning of "sky".

A noun jet could be used in the meaning of "water". Tell me how to understand the expression: a jet brighter than azure? (The water is lighter than the clear blue sky.)

Rebellious. Adjective serene familiar to you? What does it mean? ( Calm, nothing to worry about.) And what does the adjective mean rebellious, for example, when they say about a person “rebellious soul”, “rebellious character”? ( Restless, anxious.)

Listen to the entire poem reading in progress). Did you like it? Do you think this poem is only about the sail? Didn't you have a feeling of something mysterious in him, secretive, such that you want to find out, what you want to think about? Let's go through the secrets of the poem.

Here Lermontov sees a sail in the sea. This sail is not just a white canvas for him. He asks for a storm, he is looking for something, he has a native land. This sail for the poet is something spiritual, it is a being endowed with feelings, striving for some unknown goals. As Lermontov talks about the sail, one can only talk about a person.

Or maybe it's actually about a person? After all, someone is sailing. Let us turn to the questions that the poet has when he sees a sail.

What is he looking for in a distant country?
What did he throw in his native land? ..

He- who is this? Sail or man? Does the poet send his questions and thoughts to the sail or the person?

When you read the poem at home, try in your imagination to replace the sail with a person. It is not difficult to do this: you probably noticed that in the poem the word sail constantly replaced by a pronoun He? Find these places in the poem. ( “What is he looking for”, “what did he throw”, “he is not looking for happiness”, “he ... asks for storms”, “under him”, “above him”.)

What is he looking for in a distant country?

This question is asked by Lermontov, watching the sail. Do you find the answer to this question in the poem? Tell me, why sail in the sea? ( He wants a storm, he wants a storm, he asks for it.) So what is he looking for in a distant land? (Storms.) Read the line that contains the answer.

And he, rebellious, asks for a storm...

Let's remember what it means rebellious in the phrases “rebellious soul”, “rebellious character”? (Restless, anxious.)

What do you think the dream of a storm can be caused by? - The desire to test oneself in emergency circumstances, to show one's abilities in a deadly environment, the desire for exploits and the rejection of peace, inactivity. This is the life position of a person with a restless, rebellious soul, one who longs for a storm.

Let's read the next line.

As if there is peace in the storms!

Which of these attitudes do you like best? Which one would you like to follow in your life? What do you think, what position does Lermontov adhere to?

The thoughts and feelings that engulfed Lermontov at the sight of the sail were, as it were, empathy with the state of mind of the rebellious swimmer. But it, this state, was imagined by the poet, invented by him, “invented”, so that the poem actually expresses the world of Lermontov himself. Listen to what he wrote about himself a year before the creation of "Sail", when he was sixteen years old.

I need to act, I do every day
I would like to make immortal ...<...>
understand

I can't what it means to rest.
........................................................

Always boils and ripens something
In my mind Desire and longing

But what? My life is somehow short,
And I'm afraid that I won't be able to
Accomplish something!

Let us understand from these verses what the young poet was preparing himself for, what path of life he chose from the many roads at the crossroads of which every young person finds himself. Listen and consider his words.

*I need to act...
...understand
I can't what it means to rest.

* ...Every day I
I would like to make immortal ...

* And I'm still afraid that I won't be able to
Accomplish something!

Let's compare what Lermontov writes about the sail and about himself. He has a sail rebellious, that is, what? ( Anxious, restless.) Think about whether Lermontov should be classified as rebellious or serene, whose lyrical hero tells the following about himself:

* Always boils and ripens something
In my mind Desire and longing
This chest is constantly disturbed.

Would you say now, after listening to these words, why the sail in the eyes of Lermontov is rebellious? ( Because Lermontov himself was rebellious. After all, the poet, talking about the sail, conveys his attitude.)

Let's compare some more quotes from these poems.

About Lermontov: * I can't understand what it means to rest.

About the sail: * He... asks for storms.

Does the sail ask for rest?.. Does Lermontov know what peace is?.. Let's compare a couple more quotes.

About Lermontov: * I need to act.

About the sail: * He... asks for storms.

Is it not for this that he asks for storms in order to act, and, moreover, energetically, stormily, with full dedication of strength, as required by a stormy situation? And for Lermontov, who needs to act without knowing rest, isn't a storm a welcome element?

How does the young Lermontov appear before us in these poems? A person with a rebellious soul (“desire and longing disturb incessantly”, “he, rebellious”), doubting his abilities (“my life is somehow short ... I won’t have time”), not satisfied with life (“not from happiness runs”), striving through incessant labor (“I need to act ... I cannot understand what it means to rest”) to great deeds (“I would like to make immortal every day”).

Let's go back to the seaside. The fearless sail excites the imagination of the young poet, evokes strong feelings and a stream of thoughts. The observed picture and emerging thoughts immediately fall into verses. There is a small poem of three stanzas. In each stanza there is a picture of the sea with a sail, and the thoughts inspired by it.

What is the main thing in the content of the poem: pictures of the seascape or the poet's thoughts? (Of course, the poet's thoughts - they directly express Lermontov's state of mind.)

But for the attentive reader, even in the paintings depicting nature, there is a mystery of its own. Let's reread the verses describing the landscape - these are the first two lines of each stanza.

White sail lonely
In the fog of the blue sea! ..

Waves play - the wind whistles,
And the mast bends and creaks...

Under it, a stream of lighter azure,
Above him is a golden ray of sunshine...

How is the sea depicted in the first stanza: stormy or calm? ( Calm.) And in the second stanza? ( Stormy.) And in the third stanza? ( Again calm.)

It turns out that while Lermontov was watching the sail, the sea changed its state three times? Is this really possible? Why, in the second stanza, Lermontov depicts the sea as stormy, with a storm wind? Let's read the entire stanza.

Waves play - the wind whistles,
And the mast bends and creaks...
Alas, he is not looking for happiness
And not from happiness runs!

Is it possible to doubt that the sail does not seek happiness? The raging sea element is depicted in such colors that the reader cannot even have the thought that the sail (swimmer) is looking for some good for himself.

Let's read the third stanza.

Under it, a stream of lighter azure,
Above him is a golden ray of sunshine...
And he, rebellious, asks for a storm,
As if there is peace in the storms!

Water is lighter than azure when the sea is completely calm, and above the sea this is the same azure with a bright sun. Who doesn't like this sea? (Only to a person with a rebellious soul, who does not accept peace, longing for violent activity.)

In the first stanza, the sea is described through the “fog of the sea” - remember what is called fog? (Blue color of the sea distance.) Against the background of this blue sea distance, a sail is visible - thus indicating its location. Tell me, is it far or close to the shore? ( Far.) After all, the sail made a strong impression on the poet because he sailed alone far into the sea, in a country far away.

Let's think about what we found. The poem "Sail" is not a sketch from nature of a sail floating on the sea. It was important for Lermontov to convey his thoughts and feelings. In each stanza, the landscape is depicted in such a way as to help express the thought more clearly and convey the feeling more fully. Reading the poem, we feel how his admiration for the strength of the human spirit peeps through the thoughts and experiences of the poet.